Which gender provides more specific peer feedback?: gender and assessment training's effects on peer feedback specificity and intrapersonal factors

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dc.contributor.authorOcampo, Jose Carlos
dc.contributor.authorPanadero, Ernesto
dc.contributor.authorZamorano Sande, David
dc.contributor.authorSánchez Iglesias, Iván
dc.date.accessioned2025-11-07T09:40:38Z
dc.date.available2025-11-07T09:40:38Z
dc.date.issued2025-10
dc.date.updated2025-11-07T09:40:38Z
dc.description.abstractThis study investigated the effects of assessor gender (male vs. female), fictitious assessee gender (male vs. female), and assessment training (with vs. without) on peer feedback specificity (i.e. localisation and focus) and intrapersonal factors (i.e. trust in the self as an assessor and discomfort). This study involved 240 undergraduate psychology students (nMen=120, nWomen=120), with half receiving assessment training and the other half receiving the task instructions. Participants were divided into eight subgroups based on training condition and their self-reported gender to provide peer feedback to three writing samples (poor, average, excellent quality) by fictitious male or female peer assessees in Eduflow. A total of 3017 peer feedback segments were analysed, revealing that trained or untrained male and female assessors were comparable in most peer feedback specificity categories when assessing fictitious male or female assessees. Nonetheless, we also found that female assessors excelled in certain categories of peer feedback specificity, while male assessors also demonstrated competencies in other categories. Results also showed that assessors who received assessment training provided localised peer feedback in all the writing samples. Finally, gender and training did not affect participants’ trust in their abilities and (dis)comfort when providing peer feedback.en
dc.description.sponsorshipFirst author was funded during the conceptualisation and data collection stages of this paper (December 2020 to February 2024) by the European Union’s Horizon 2020 Research and Innovation Programme under the Marie Skłodowska-Curie grant agreement No. 847624, and co-funded by several institutions. All authors funded via the Spanish National R+D call from the Ministerio de Ciencia, Innovación y Universidades (Generación del conocimiento 2019), Reference number: PID2019-108982GB-I00. Basque Government call for Ayudas para apoyar las actividades de grupos de investigación del sistema universitario vasco para los años 2022–2025. Reference number: IT1624-22. Third author is funded by the Formación de Personal Investigador, reference PRE2020-092280en
dc.identifier.citationOcampo, J. C. G., Panadero, E., Zamorano, D., & Sánchez-Iglesias, I. (2025). Which gender provides more specific peer feedback?: gender and assessment training’s effects on peer feedback specificity and intrapersonal factors. Assessing Writing, 66. https://doi.org/10.1016/J.ASW.2025.100987
dc.identifier.doi10.1016/J.ASW.2025.100987
dc.identifier.issn1075-2935
dc.identifier.urihttps://hdl.handle.net/20.500.14454/4315
dc.language.isoeng
dc.publisherElsevier Ltd
dc.rights© 2025 The Author(s)
dc.subject.otherAssessment training
dc.subject.otherGender
dc.subject.otherIntrapersonal factors
dc.subject.otherPeer feedback content
dc.subject.otherRandomised-controlled design
dc.titleWhich gender provides more specific peer feedback?: gender and assessment training's effects on peer feedback specificity and intrapersonal factorsen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.titleAssessing Writing
oaire.citation.volume66
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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